Investigating EFL Teachers’ Beliefs Concerning Teaching Grammar of “SUNRISE” Curriculum in Duhok High Schools

2020 ◽  
Vol 9 (2) ◽  
pp. 253
Author(s):  
Abbas Z. Malla ◽  
Nawzar M. Haji
Keyword(s):  
High School ◽  
High Schools ◽  
Data Collection ◽  
Foreign Language ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Teaching Grammar

This research studied English as Foreign Language (EFL) teachers’ beliefs towards grammar teaching of Sunrise curriculum in Duhok high schools. The study aimed to investigate teachers' beliefs about teaching grammar of Sunrise curriculum, identifying the practices that English teachers prefer to use in teaching grammar, and the difficulties that they face in grammar teaching classes. The participants were in-service EFL teachers of Duhok governorate high schools. Questionnaires and interview were the two instruments used for data collection. The results showed that high school EFL teachers in Duhok do indeed possess a set of excellent beliefs, but their practices are not compatible with their beliefs for various complicated reasons.

scholarly journals Beliefs versus Declared Practices of English as a Foreign Language (EFL) Teachers Regarding Teaching Grammar

2020 ◽  
Vol 10 (1) ◽  
pp. 49
Author(s):  
Merav Badash ◽  
Efrat Harel ◽  
Rivi Carmel ◽  
Tina Waldman
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Self Report ◽  
English As Foreign Language ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Teaching Grammar

This study investigated English as Foreign Language (EFL) teachers' beliefs, perceptions and declared practices of teaching grammar within a communicative language teaching (CLT) framework. Participants included 221 EFL teachers, who were teaching during the years 2013-2018 in different grades and schools throughout Israel. Participants were graduates of teacher training programs in colleges and universities and included Non-Native English Speaking Teachers (NNEST) and Native English Speaking Teachers (NEST).An on-line, self-report survey designed specifically for this study contained three closed questions and two open-ended questions. One-way ANOVA statistics, and mean scores of all the responses were performed on the quantitative data.  Qualitative data were grouped, analyzed, and coded.Results show a discrepancy between EFL teachers' perceptions and declared practices of teaching grammar in classrooms. Results further reveal significant differences between NEST and NNEST teachers, as well as differences between teachers who teach in different grades (elementary school, junior high school and high school). Moreover, 'vocabulary' and 'speaking' were ranked of highest importance (58% and 55%, respectively), whereas 'writing' and 'grammar' were considered least important (24%). These findings have valuable implications for teachers and teacher education regarding teaching grammar in context and using contextualized activities.

scholarly journals ENGLISH AS A FOREIGN LANGUAGE TEACHERS' BELIEFS ABOUT GRAMMAR TEACHING IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 12-24
Author(s):  
Ananda Fitriyani ◽  
Silih Warni ◽  
Nita Kaniadewi
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Implicit Instruction ◽  
English As Foreign Language ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Teaching Grammar

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.

scholarly journals Teacher Cognition and Grammar Teaching in a Japanese High School

2013 ◽  
Vol 35 (1) ◽  
pp. 29 ◽  
Author(s):  
Masateru Nishimuro ◽  
Simon Borg
Keyword(s):  
High School ◽  
Well Being ◽  
Communicative Language Teaching ◽  
Classroom Observations ◽  
Grammar Teaching ◽  
Teachers Beliefs ◽  
Pedagogical Choices ◽  
Key Features ◽  
Teaching Grammar ◽  
The Relationship

In this paper we examine the relationship between teachers’ practices and cognitions in teaching grammar. A qualitative analysis of classroom observations and interviews with three experienced Japanese teachers of English highlights both the key features of these teachers’ pedagogies in teaching grammar and the cognitions underpinning their work. Their practices were characterized by detailed teacher-fronted explanations of grammatical forms, metalinguistic explicitness, and the use of the L1. These practices were underpinned by the teachers’ beliefs about the value of grammar, though there was little evidence that the teachers’ pedagogical choices were consciously informed by current theoretical or methodological ideas in the field of L2 teaching. Rather, the approach to grammar adopted by the teachers had a strong experiential basis and was influenced by a desire to motivate and promote the well-being of their students as well as by contextual factors such as learners and colleagues. 近年、教師認知の観点からCommunicative Language Teaching (CLT) の導入に関わる考察が多くなされているが、本稿は日本の英語教育の主な関心であり続ける文法指導にその焦点をあてた。日本の高校に勤める経験豊かな３人の日本人英語教師各々に授業観察と観察前後のインタビューからなる質的調査を実施し、文法指導の実践とその実践の根拠となる彼らの教育的信条や認知との関係性を探った。日本語を用いた教師主導の文法形式の説明とメタ言語学的明示性に象徴された彼らの実践は、文法指導に価値をおく彼らの信条が根拠となっていたが、その指導法を採用する判断においては第二言語（外国語）教育分野の理論、方法論を基にしたという根拠はほぼなかった。むしろ彼らの指導法は、教師自身の学習・指導経験が大きな基礎をなし、学習者の動機を高め彼らに人間として良く成長してほしいという願い、学習者や同僚といったコンテクスト要因に影響されていた。

scholarly journals BEST PRACTICES ON ISLAMIC VALUES INTEGRATION AT MADRASAH ENGLISH CLASSES: TEACHERS’ PRACTICES IN CONTEXTUALIZING THE VALUES

2019 ◽  
Vol 6 (2) ◽  
pp. 269-283
Author(s):  
Galuh Nur Rohmah ◽  
Ulil Fitriyah ◽  
Lina Hanifiyah
Keyword(s):  
High School ◽  
Best Practices ◽  
Foreign Language ◽  
Junior High School ◽  
Qualitative Method ◽  
Classroom Observation ◽  
English As Foreign Language ◽  
English Classes ◽  
Efl Teachers ◽  
Islamic Values

The idea of integrating Islamic values in non-religion subjects is still in the process of shaping its format. Many possibilities and flexibilities of the integration are existing and practiced by English teachers at Islamic Junior High School—knowingly as Madrasah Tsanawiyah (MTs). Also, in the middle of endless idea of integration, teachers have been trying to apply the integration based on their beliefs and situation. This study outlines the teachers’ best practices on integrating Islamic values in English lesson at MTs in Jawa Timur. By using descriptive qualitative method, this study portraits 6 English as Foreign Language (EFL) teachers’ best practices. Data were taken from classroom observation, interview, and documentation which then were analysed as best practices. Best practices refer to the practice of integration which is considered as working practice from each teacher’s situation. The situation was mostly influenced by teachers’ lack of confidence to contextualize and operationalize the values into the teaching materials and activities, and the lack of model for integration. Further study on how to operationalize the integration, and on developing the model of integration will be worth exploring.

scholarly journals TEACHERS’ BELIEFS ABOUT EFFECTIVE FOREIGN LANGUAGE TEACHING OF STUDENTS WITH INTELLECTUAL DISABILITY IN A GREEK EFL CONTEXT

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Danai Rapti ◽  
Mina Koukou ◽  
Spyridon-Georgios Soulis
Keyword(s):  
Intellectual Disability ◽  
Foreign Language ◽  
Teaching Methods ◽  
Digital Technology ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Structured Interviews ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Efl Teachers

Teachers’ beliefs are a central construct in education as they influence their teaching attitude, methods and practices, thus, their exploration becomes particularly important. The aim of the present study is to examine teachers’ beliefs regarding foreign language teaching of students with intellectual disability. The sample consisted of ten English as Foreign Language (EFL) teachers who teach at Greek special/vocational schools in secondary education. Semi-structured interviews were used as a tool for data collection. The research findings suggest a lack of training of EFL teachers regarding specialized foreign language teaching methods for students with intellectual disability. Furthermore, there is a notable lack of training in using digital technology. As a result, further training of EFL teachers in teaching methods and use of digital technology is deemed necessary. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

2018 ◽  
Vol 42 ◽  
pp. 00034 ◽  
Author(s):  
Sondang Pondan Perlindungan Leoanak ◽  
Bonik Kurniati Amalo
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Code Switching ◽  
Teaching English ◽  
School Teachers ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Language Classroom ◽  
Efl Teachers

In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.

scholarly journals Teaching Grammar: Professional Needs of Saudi EFL Instructors

2020 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Anas Almuhammadi
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching Methods ◽  
Grammar Instruction ◽  
Grammar Teaching ◽  
English Grammar ◽  
Professional Needs ◽  
Efl Teachers ◽  
Teaching Grammar

Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers&rsquo; needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

scholarly journals Oral Corrective Feedback Techniques: An Investigation of the EFL Teachers' Beliefs and Practices at Taif University

2019 ◽  
Author(s):  
Reem Alkhammash ◽  
Fahmeeda Gulnaz
Keyword(s):  
Foreign Language ◽  
Online Survey ◽  
English Language ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Oral Corrective Feedback ◽  
The Impact

Recent research has shown that little attention has been paid to teachers’ views regarding giving oral corrective feedback (Sepehrinia &amp; Mehdizadeh, 2016). To fill this gap, this empirical study investigates the beliefs of Taif University’s teachers of English as a Foreign Language (EFL) about their feedback practices and their perception of the impact that these practices have on students' performance. An opinionnaire of 18 items was designed with closed-ended questions. A five-point Likert’s scale was employed to measure three subscales: teachers’ beliefs and practices about their corrective feedback; types of oral corrective feedback used by EFL teachers; and their perception of students’ uptake. The survey was administered to fifty-seven English as foreign language (EFL) teachers at the English Language Centre (ELC), Taif University who were asked to fill in an online survey regarding their oral corrective feedback practices in the classroom. Their responses were analysed quantitatively. The findings of the study were that the participants allocated highest preferences to the techniques of elicitation, repetition and recast, and that they frequently use them in their classrooms.

scholarly journals Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers&rsquo; perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from &quot;very important&quot; to &quot;not important.&quot; Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools&rsquo; teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that &ldquo;teachers&rsquo; proper behavior&rdquo; is the most significant motivational strategy while &ldquo;having an encouraging environment&rdquo; in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

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